Hobbs, Media Literacy, Artistic Expression And Copyright Ala
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Media Literacy, Artistic Expression and
Copyright
This project is supported by a grant from the John D. and Catherine T. MacArthur Foundation.
Renee HobbsTemple University
2008 American Library Association Conference Anaheim CA
June 29, 2008
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Media Literacy
is an Expanded Conceptualization of Literacy
…the ability to access, analyze,
evaluate and communicate messages
in a wide variety of forms.
--Aspen Institute Leadership Forum on
Media Literacy, Washington DC (1993)
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Media Literacy Educators Depend on the Ability to Use Mass Media and Popular Culture
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The purpose of media literacy education is to help
individuals of all ages develop the habits of inquiry and skills of expression that
they need to be critical thinkers, effective
communicators and
active citizens in today’s world.
--Core Principles of Media Literacy Education, AMLA, St. Louis (2007)
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Media Literacy is Literacy for the Information Age
Listening -- Speaking
Reading -- Writing
Critical Viewing – Creating Messages
Literacy is the sharing of meaning through symbolic forms
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Critical Analysis of Mass Media and Popular Culture
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Composing Messages using Media and Technology Tools
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Composing Messages using Media and Technology Tools
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Media Literacy Educators Depend on the Ability to Use Mass Media and Popular Culture
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Copyright Owners are Shaping Educational Discourse about Copyright
MEDIA INDUSTRY THEMES:
Sharing = Stealing
Relying on Fair Use is Too Risky
Respect Authors = Always Get Permissions
Gillespie, T. (2008). Characterizing Copyright in the Classroom: The Cultural Work of Anti-Piracy Campaigns. International Communication Association Conference, Montreal. May 25.
From the Recording Industry Association of America (RIAA)
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Copyright Confusion Hurts the Quality of Teaching and Learning
CONFUSION RESULTS IN:
Less effective teaching materials
Distribution hurdles Misinformation
perpetuated Watch Our You Tube Video
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The Purpose of Copyright
Copyright law is designed to balance rights of users with the rights of owners by encouraging widespread and flexible use of cultural products for the purposes of education and the advancement of knowledge.
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Our Goal: Identify Fair Use Norms within the Practice Community Intensive interviews with 63 educators Half-day meetings with 150 educators in
10 cities nationwide K-12 communication, journalism, English and social
studies teachers K-12 and college library media specialists and
technology integration specialists College faculty in media studies and education Youth media practitioners in non-profit organizations
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Process: Finding Consensus about What’s Fair Discussion of scenarios of common educational
practices: Teachers’ use of copyrighted materials for teaching
media literacy Use of copyrighted materials in research, curriculum
and multimedia materials development Students’ use of copyrighted materials in
media production and creative composition activities
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The Results: Fair Use Applies to Core Instructional Practices1. EMPLOYING COPYRIGHTED MATERIAL TO ILLUSTRATE
MEDIA EDUCATION LESSONS IN TEACHING SITUATIONS
2. EMPLOYING COPYRIGHTED MATERIAL IN DEVELOPING CURRICULUM MATERIALS FOR MEDIA EDUCATION
3. SHARING EDUCATORS’ MEDIA LITERACY CURRICULUM MATERIALS
4. ENCOURAGING LEARNERS TO CREATE MESSAGES THAT INCORPORATE, MODIFY AND REPRESENT COPYRIGHTED MATERIALS IN TRANSFORMATIVE WAYS
5. DEVELOPING AUDIENCE FOR LEARNER WORK
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Fair Use: Transformative Use Adds value to the copyrighted material Employs it for a purpose different from that
for which it was originally intended Can involve modifying material or putting
material into a new context
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Bill Graham Archives vs. Dorling Kindersley, Ltd. (2006)
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An Example of Transformative Use
The purpose of the original: To generate publicity for a concert.
The purpose of the new work: To document and illustrate the concert events in historical context.
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An Example of Transformative Use
The purpose of the original: to entertain
The purpose of the new work:
(1) to strengthen students’ communication and critical thinking skills
(2) to inform and comment on media violence in contemporary society
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Statement of Best Practices
for Fair Use in Media Education
POTENTIAL SIGNATORIES: National Association for Media Literacy Education
(formerly AMLA) National Council of Teachers of English (NCTE) Media
Commission Student Television Network (STN) International Communication Association (ICA) Visual
Communication Division Action Coalition for Media Education International Visual Literacy Association ALA, ACRL, AASL, others?
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Why a Statement can Make A Difference
Teaching Tool. Developing consensus about the application of fair use within a practice community can reduce copyright confusion.
Norm Defining. A Statement of Best Practices will be important to the courts in the event of a legal challenge to the practice of media literacy education.
Advocacy. Media educators can play an important role in expanding the concept of user rights, including helping to improve school district policies about copyright and fair use.
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“Only people can make the necessary sophisticated judgment when
determining fair use. Fair use was designed to be ambiguous and
flexible… Use it or lose it!”
--Carrie RussellComplete Copyright (2004)
Office for Information Technology PolicyAmerican Library Association
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For More Information:Renee HobbsMedia Education LabTemple UniversitySchool of Communications and [email protected]
On the Web:
Center for Social Media
www.centerforsocialmedia.org/medialiteracy
www.mediaeducationlab.com